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李丹丽 著 / 武汉大学出版社 / 2012-05 / 平装
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上书时间2021-11-18
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英语课堂话语分析与“支架”式教学
《英语课堂话语分析与“支架”式教学》运用社会文化理论视角,以话语分析为主体的定性分析方法和定量分析方法相结合,探索中国高校(内地和香港)的大学生在英语课堂师生互动过程中的交际话语如何服务于目标语学习。在武汉某大学和香港某大学英语课堂交际环境中,采用微观发生法分析学生分别与教师和同伴协作完成写作任务时的交际话语,观察支架在中国学生二语习得过程中的影响特点和发展模式。其中包括主要的支架策略对目标语学习产生的正面和负面作用,及其对学习者最近发展区的影响。研究发现支架策略应用于目标语学习的有效性取决于教师和学生是否能够恰当运用主要的支架功能,教师辅助与学生小组互动相结合的合作话语模式能激发学习者的最大潜能,推动其最近发展区。教师适时提供重点明确的支架可以促进二语学习,而教师话语中的过度调节会对语言学习产生负面作用。教师支架与同伴支架相结合的应用模式帮助学习者突破自身现有二语知识水平和课堂管理能力的限制,在合作话语中有效地注意形式和澄清意义,意识到自身的知识差距,监控自我或同伴的输出效果。
LISTOFTABLESANDFIGURESABBREVIATIONSFOREWORDCHAPTER1INTRODUCTION1.1Background1.1.1TheoreticalBackground1.1.2EnglishLanguageLearningintheChineseContext1.2ABriefReviewofLiterature1.3PurposeofResearch1.4OutlineoftheBookCHAPTER2SOCIOCULTURALPERSPECTIVESONSECONDLANGUAGELEARNING2.1FundamentalConceptsofSocioculturalTheory2.1.1TheImportanceofSocialInteraction2.1.2TheZoneofProximalDevelopment(ZPD)2.1.2.1TheDefinitionofZPD2.1.2.2TheRoleofZPD2.1.3Scaffolding2.1.3.1TheDefinitionofScaffolding2.1.3.2TheRoleofScaffolding2.1.3.3FeaturesofScaffolding2.2ResearchonScaffolding,ZPDandSecondLanguageLearning2.2.IResearchonScaffoldinginExpert-noviceandPeer-peerInteraction2.2.1.1ResearchonScaffoldinginExpert-noviceInteraction2.2.1.2ResearchonScaffoldinginPeer-peerInteraction2.2.2ResearchontheZoneofProximalDevelopment(ZPD)2.2.2.1ResearchonZPDinExpert-noviceInteraction2.2.2.2ResearchonZPDinPeer-peerInteraction2.3ResearchGap2.4ResearchQuestionsCHAPTER3RESEARCHMETHODSANDDESIGN3.1Design3.I.IGrouping3.1.2Pre-taskInterview3.1.3Pre-testandPost-test3.2Participants'Profiles3.2.IStudents'Profiles3.2.2Teachers'Profiles3.3PedagogicTask3.3.1FocusoftheGrammaticalForm3.3.2TheTask3.4DataCollectionProcedures3.5DataAnalysis3.5.1ProceduresofDataAnalysis3.5.2AnalysisoftheDiscourse3.5.2.1IdentifyingScaffoldingEpisodes3.5.2.2CodingandQuantifyingScaffoldingTypesinEpisodes3.5.2.3Consistency3.5.3TranscriptionConventions3.5.4OperationalDefinitionsofCodingCategoriesCHAPTER4MICROGENETICANALYSISOFTHECLASSROOMDISCOURSE4.1ScaffoldinginClarifyingtheMeaningofKeyWords,Sentence,orParagraph4.1.IScaffoldinginStudent-studentInteraction4.1.1.1ClarifyingMeaningatWordLevel4.1.1.2ClarifyingMeaningatSentenceLevel4.1.1.3ClarifyingMeaningatParagraphLevel4.1.2ScaffoldinginTeacher-studentInteraction4.1.2.1ClarifyingMeaningatWordLevel4.1.2.2ClarifyingMeaningatSentenceLevel4.1.2.3ClarifyingMeaningatParagraphLevel4.I.3ScaffoldinginTeacher-student+student-studentInteraction4.1.3.1ClarifyingMeaningatWordLevel4.1.3.2ClarifyingMeaningatSentenceLevel4.1.3.3ClarifyingMeaningatParagraphLevel4.2ScaffoldinginNoticingtheForm4.2.1ScaffoldinginStudent-studentInteraction4.2.2ScaffoldinginTeacher-studentInteraction4.2.3ScaffoldinginTeacher-student+student-studentInteraction4.2.3.1TeacherActingasaFacilitatororEncourager4.2.3.2TeacherActingasaGuideorSupervisorCHAPTER5QUANTITATIVERESULTS5.1QuantitativeAnalysisofScaffoldingEpisodes5.I.1QuantifyingScaffoldingEpisodes5.1.2QuantifyingScaffoldingFunctions5.1.2.1DistributionofEachScaffoldingFunctioninTotalEpisodes5.1.2.2OccurrenceofEachScaffoldingFunctioninEachSetting5.2StatisticalAnalysisofResultsfromPre-testandPost-test5.3ReportontheStudents'RevisedWritings5.3.1ExemplificationofCorrectandIncorrectTargetFormsinStudentsWritingsS.3.2ComparisonoftheNumberofCorrectTargetFormsinThreeSettings5.4SummaryofStudents'EnglishLearningExperiencefromInterviewCHAPTER6DISCUSSION6.1TheRoleofScaffoldingWhenFocusingonForm6.2TheImpactofScaffoldingonLearningtheTargetFormintheThreeClassroomSettings6.2.1Teacher-student+student-studentInteraction6.2.1.1TheMostEffectiveSetting6.2.1.2TheMostConducivePathwaytoLearnGrammaticalForms6.2.1.3HighQualityofScaffoldingFunctions6.2.2Teacher-studentInteraction6.2.2.1TheSecondEffectiveSetting6.2.2.2AnAlternativePathwaytoLearnGrammaticalForms6.2.2.3LowerQualityofScaffoldingFunctions6.2.3Student-studentInteraction6.2.3.1TheLeastEffectiveSetting6.2.3.2AnAlternativePathwaytoLearnGrammaticalForms6.2.3.3LowestQualityofScaffoldingFunctions6.3ImplicationsoftheStudy6.3.1ImplicationsforSocioculturalTheory6.3.2PedagogicalImplicationsforClassroomLanguageLearningCHAPTER7CONCLUSION7.1SummaryoftheFindings7.2SignificanceoftheStudy7.3LimitationsoftheStudy7.4RecommendationsforFutureResearchAppendixⅠAppendixⅡAppendixⅢAppendixⅣAppendixⅤAppendixⅥAppendixⅦAppendixⅧBibliography
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